TERTIARY SUPPORTS: SELF MANAGEMENT HOW DO WE GET UNSTUCK? Teaching Independence and Self Management Shift behavior management responsibility from teacher to student
Self management training is a pivotal skill SELF MANAGEMENT Discriminate between appropriate and inappropriate behavior Evaluate and monitor own behavior Reinforce own behavior
Alex: Getting Ready to Go Home 1. Put my chair on the desk __ 2. Get my coat ___ 3. Get my backpack __ 4. Line up ___
_ I did it!!! Mon Tue Wed Thur Fri Academic Social Adaptive Play/Leisure Profile A
Follow a work schedule independently (a minimum of 2 tasks) Follow a visual cue to ask for a break up to 3 times per 15 minute activity Complete handwashing routine independently
Follow a play schedule independently (a minimum of 2 tasks) Profile B Follow a work schedule independently ( a minimum of 4 tasks) Follow a visual cue to identify and use calming strategies
Follow visual cue to hold scissors and cut Follow a leisure schedule independently (a minimum of 2 tasks) Profile C Independently complete work activity/task
within a specified time frame and with 2 or less adult prompts Follow a visual cue to take turns during a game with peers Follow a visual cue to identify and use calming strategies Follow visual cue to
initiate and engage in social activity with peer Profile D Independently complete work activity/task within a specified time frame and with 1 or less adult prompts Follow a visual cue to
initiate and maintain conversations with adults and peers Follow a visual cue to attend to whole group discussion/ lesson Follow a schedule to independently engage in a rotation of
highly preferred and less preferred activities INSTRUCTIONAL STRATEGIES Anteceden t cue regulation SelfInstructio n SelfDirected
Learning Strategi es Selfreinforce ment Selfmonitoring Selfevaluatio n INSTRUCTIONAL STRATEGIES: ANTECEDENT CUE REGULATION The use of visual or
auditory prompts to assist a student in performing a target behavior Seldom used in isolation when teaching self management (i.e. modeling, reinforcement may be needed) WHAT WILL I DO TODAY? 1. Art -draw a picture -paint 2. Legos
-build a robot 3. Computer -play toy story game 4. Puzzle 1. tap shoulder 2. say name 3. give them a toy OR say, Can I play? 3. you and your friend feel happy!
Video Example: Auditory ..\My Documents\My Videos\Independenc e videos\Discrete Trial Brian R Home Prog ram Wash Hands with Tape.mpg IN GROUPS List the examples of antecedent-cue regulation that you use? BE CREATIVE!
INSTRUCTIONAL STRATEGIES: SELF-MONITORING Involves a student observing whether or not they have performed the target behavior 1. Put my chair on my desk _____ Listening to my Teachers My body and face are turned toward teacher
I am not talking when the teacher is talking I am not fidgeting with clothes or drawing IN GROUPS List different examples of selfmonitoring that you experience in your world INSTRUCTIONAL STRATEGIES: SELF-INSTRUCTION Involves a student providing instruction
(usually verbal) around the steps to perform a task of solve a problem Arms straight Knees bent Pull back Identify a problem State the solution Evaluate the action Deliver reinforcement
Does I come before e in _______? I before e except after c or sounded in eigh as neighbor and weigh. Word is spelled correctly INSTRUCTIONAL STRATEGIES: SELF-EVALUATION Requires a student to compare their performance of a target behavior with a set of criteria Alex needs to complete
4 steps and marks them off Mr. Franks is talking. He is talking about:_______________ Three words I need to listen for are: 1. 2. 3. Weekly Progress Chart Student: J onah Date: 3- 10- 3- 14- 05
Teacher: Mr. Sive Class: 4th grade Student Goals Goal: I will j oin peers in play at recess (ask to play and participate f or at least 2 minutes) 1 2 3 Seldom/ Never Sometimes
Mon Tues Wed 1 1 1 1 2
2 1 1 2 Thur Fri Total
Usually/ Always Goal: I will complete tasks by myself (with no more than 1 prompt f rom adult) 1 Seldom/ Never 2 Sometimes 3 Usually/ Always Goal: I will greet my f riends
throughout the school day (at least 5 a day) 1 Seldom/ Never 2 Sometimes 3 Usually/ Always Goal: 1 Seldom/ Never
2 Sometimes 3 Usually/ Always Key: 1 Seldom/Never: Student does not engage in target/goal behavior or only engages in behavior a low percentage of the time (i.e. if goal is to greet peers at least 5 times daily, student may greet peers once per day) 2 Sometimes: Student engages in target/goal behavior occasionally, but not consistently (i.e. if goal is to complete tasks independently 9 out of 10 times90%, student does so about 5 out of 10 times-50% of the
time) 3 Usually/Always: Student engages in target/goal behavior most or all of the time (i.e. if goal is to respond to initiations from peers 9 out of 10 times-90%, student does so at least 90% of the time) Total Column: Teacher can determine if how many points the student needs to earn to gain access to a motivating item/activity (i.e. 10+ points equals 20 minutes on computer at end of week) Adapted from Classroom Behavior Report Card Resource Book, Jim Write http://www.interventioncentral.org IN GROUPS Come up with 4 examples in which you have used or seen Self-Evaluation INSTRUCTIONAL STRATEGIES:
SELF-REINFORCEMENT Student accesses their own rewards or consequences I did it!!! Mon Tue Wed Thur How will you know when Kno w it has been learned? What
What skill are you teaching? How How will you teach it? THE HOW IS IMPORTANT: PROMPT SCHEDULE What level does the student need to get the answer right? What is your hierarchy to
fade the prompt (full physical, gesture, natural cue) Decision rule needed (i.e. 3 prompts at each level) Time For Folder Work: 1. Get Pencil 2. Get Folder 3. Open Folder 4. Take out worksheets 5. Rip off Page 1
6. Complete Page 1 7. Put in Folder 8. Complete Page 2 9. Put in Folder 10. Put Folder away How Did I Do? Did I ask to go to the bathroom and then went pee or poop? Yes No If yes, I get a piece of candy! Did I keep a calm body and do it by my self?
Yes No If yes, I get hugs and tickles from the teacher! How Did I Do? Did I ask to go to the bathroom and then went pee or poop? Yes No If yes, I get a piece of candy! Did I keep a calm body and do it by my self? Yes No If yes, I get hugs and tickles from the teacher!
Isolation and Identification of Spinach Pigments. Professor Matt . And Colleen. Photosynthesis. Plants and organisms use for food. Requires: Carbon Dioxide. Water. Sunlight. Highly conjugated pigments. ... Isolation and Identification of Spinach Pigments
Important Information . This booklet is divided into two parts… Teacher's Resources. Page 1 - 15. Students Assessment . Page's 16 - 32. This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning of...
Over 43 quintillion possibilities of the Rubik's Cube! 8 corners with 8! ways they can be arranged and seven corners that can be arranged independently with the eighth being dependent on the preceding seven. 12 edges with 12!/2 ways they...
An alternative to regular 'sideways' pencil shading is to use small, overlapping circles. This is similar to ' scumbling ', except that the object here is to minimize texture, rather than create one. To do this, you need to use...
DC arcjet reactor used to grow diamond films at high rates; University of Bristol, UK Calculations can be performed with our codes Shape resonance ?? Several core-excited resonances Description of electronic states should be improved More information on electronic excited...
You will submit a time sheet on uaonline to document hours worked. Important: submit correct time on time sheet and get supervisor's approval. Ask your employer about deadline for submitting hours worked. Pay day is every other Friday and timesheets...
FINANCIAL SERVICES LONDON'S IMPORTANCE AND REGIONAL PROFILE ... [email protected] Left messages with Admin Manager - go via Stephen Smith ... Dr Tim Miller Director of People PA Hayley Pearson - contact andy holmes Regional Head (Europe) Learning & Talent Devpt...
Chapter 20 Enzymes and Vitamins 20.5 Regulation of Enzyme Activity * * Zymogens Zymogens (proenzymes) are inactive forms of enzymes are activated when one or more peptides are removed Example: The zymogen proinsulin is converted to its active form, insulin,...
Ready to download the document? Go ahead and hit continue!